Self Motivated Leaders

Are Self Aware

•Recognise their own biases and privileges

•To know when you need boundaries

Manage Themselves

•Recognize your own burden

•take responsibility for self care (& redefine self care)

Develop Themselves

•In a way that is shifts from gender and diversity aware —> transformative

Demonstrate Character

•Recognise the burden of the emotional work of your staff

•Be courageous

Leading an EDI-Informed Self

Ivy Lynn Bourgeault, University of Ottawa & Canadian Health Workforce Network

As described in this chapter, the first L in the LEADS Framework, Leads Self, focuses on developing self-motivated leaders. From an EDI-lens, we build on the four capabilities emphasizing how self-aware leaders must think more critically. This begins by recognizing: 1)  we all have unconscious biases , including about what constitutes a leader; 2) we have privileges (or burdens) related to gender, racial, Indigenous, or disability identities as well as social class backgrounds; and 3) an EDI-informed leadership journey includes time and attention towards addressing and unlearning these often taken-for-granted assumptions. Their approach to managing themselves must explicitly recognize their unique sociocultural position, as well as those of others, and that their needs for self-care, for example, may differ. Recognizing and accommodating differences, e.g., diversity management, are key EDI skills but they require emotional labour. Including in their approach to develop themselves must include attention to supporting a shift first to being EDI-aware and ultimately to EDI-transformative. By demonstrating character, EDI-informed leaders would express their integrity by becoming more comfortable with being uncomfortable; that is, being comfortable with diversity and being less complacent about taken-for-granted assumptions about those with which they lead. Developing ally skills across all social dimensions of gender, racialization, Indigeneity, class and ability, is critical in an EDI leader.

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This article asseses women participation in leadership roles in paramedicine and concludes that women are underrepresented in leadership roles.

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Men have an important role in ensuring that women are represented and supported in positions of leadership. The report identifies impediments such as impostor syndrome and networking difficulties, and proposes that males encourage diversity and challenge preconceptions about collective action.

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There is no shortage of qualified women to fill leadership roles: Women make up almost half of the U.S. labor force. Yet from corporate boardrooms to Congress, from health-care companies to the courts, from non-profit organizations to universities, men are far more likely than women to rise to the highest paying and most prestigious leadership roles.

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Even when CEOs make gender diversity a priority—by setting aspirational goals for the proportion of women in leadership roles, insisting on diverse slates of candidates for senior positions, and developing mentoring and training programs—they are often frustrated by a lack of results. That’s because they haven’t addressed the fundamental identity shift involved in coming to see oneself, and to be seen by others, as a leader.

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As a profession, healthcare management values commitment to lifelong learning and continuous professional development. Individual participation, however, is voluntary and healthcare managers choose to participate based in part on perceptions of organizational support (rewards, promotion and recognition) as well as on individual values. As women are narrowing the career attainment gap, participation in development activities may play a critical role. This paper aims to present a pilot study which assesses the differences in male and female healthcare managers' participation in professional development activities and perceived organizational support.

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